Socializing Influences in the Careers of South Korean Female Physical Educators

Okseon Lee, Kevin Andrew Richards, Yeri Hong, Youngjoon Kim

Research output: Contribution to journalArticlepeer-review


Purpose: Grounded in the occupational socialization theory, this study explored how gender interacted with and influenced socialization experiences in the careers of South Korean female physical educators. Specific attention was directed toward the gendered experiences that female teachers experienced and the coping strategies to navigate them. Methods: The study adopted a qualitative case study design, and the participants were 15 female secondary school physical educators. Data were collected through life story timelines, critical incident writings, and individual interviews. Results: Four themes emerged: (a) unwelcomed and invisible; (b) experiencing a physicality-driven hierarchy; (c) dual marginalization as female physical educators; and (d) retreating, masking, redefining, or leaving to cope with challenges. Discussion/Conclusions: The findings indicated that female physical educators experienced being dual-marginalized due to the interplay between gender and subject matter. In response to the challenges, some conformed to their gender role to be safe; however, other teachers employed various strategies to overcome the status quo.
Original languageEnglish (US)
Pages (from-to)246 - 256
Number of pages11
JournalJournal of Teaching in Physical Education
Issue number2
StatePublished - Apr 2024


  • teacher socialization
  • workplace culture
  • coping strategies
  • gender
  • gender socialization


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